Note-taker Training Disability Resource Center www.dso.ufl.edu/drc

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Note-taker TrainingDisability Resource
Centerwww.dso.ufl.edu/drc

• Dean of Students Office
• www.dso.ufl.edu
• University of Florida
• www.ufl.edu

Note Links and animation do not work in PDF
version. This version is specifically for
students needing to use a screen reader. For all
other students please use the PowerPoint version.

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Why when are notetaking services necessary?

• Laws
• Students Eligible for Services
• Benefits of a Notetaker
• Situations Requiring Notetakers

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Laws

• The government has established laws to protect
  the civil rights of citizens/students with
  disabilities. (click on links below the section
  of the ADA pertaining to education is Title II)
• Americans with Disabilities Act (ADA) 1990.
• www.ada.gov
• Section 504 of the Rehabilitation Act of 1973.
• www.hhs.gov/ocr/504.html

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Students Eligible for Notetaking Services

• Students who are hard of hearing or deaf.
• Students with low vision or blind.
• Students with dexterity/motor skill difficulty.
• Students with learning disabilities.
• Students with ADD/ADHD.

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Benefits of a Notetaker

• Allows student to focus on the instructor.
• Provides student with accurate information.
• Increases students confidence
  student knows that he/she is
  receiving accurate information.
• Gives student access to classroom information
  that may have otherwise been omitted.
• Gives student the opportunity to participate in
  classroom discussion.
• Supplements the students notes and provides a
  tool for notetaking improvement.

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Situations Requiring a Notetaker

• Class or lab lectures
• Class discussion
• Class guest speakers
• Class videos or films
• Class field trips or experiential learning

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Differences between notetaking for others and
taking notes for yourself!

• Record all vital information e.g. major themes,
  new vocabulary, basic concepts, etc. - even if it
  is something you already know.
• Explanation of any personally used abbreviations
  is a necessity (provide a glossary or key).

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Differences - continued

• Labeling Notes header, corresponding textbook
  chapter, page numbers, footnotes, etc.
• Record all class announcements including
  assignments, test/quiz dates, and project due
  dates.

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Qualities of a Good Notetaker!

• Dependable/Reliable
• Trustworthy/Ethical
• Good Student
• Good Listener
• Empathetic/Respectful
• Motivated/Good Attitude

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Dependable/Reliable

• Excellent class attendance arrive to class on
  time.
• Secure a backup plan for notes in case of an
  emergency.
• Supply notes within 24-48 hours.
• Share contact information with the DRC student.

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Trustworthy/Ethical

• Practice confidentiality
• respect the Students rights to privacy.
• Do good, not harm when faced with an ethical
  dilemma utilize good decision making skills (e.g.
  consult with instructor, the DRC staff, etc.).

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Good Student

• Minimum G.P.A 3.0
• Basic understanding and comprehension of the
  material
• Excellent class attendance
• Prepared for class
• Strong English Language skills

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Good Listener

• Pay attention to what is being said not just
  hearing but understanding.
• Involves thinking, processing and analyzing.
• Good listener will hear instructor's cues during
  lecture followed by key information.
  (cues will be explained in
  detail later).

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Empathetic/Respect

• Be understanding and sensitive to the students
  needs feelings demonstrate compassion.
• Practice common courtesy.
• Treat the student as you would want to be treated
  yourself.
• Only offer advice if asked.

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Motivated/Good Attitude

• Demonstrate a good work ethic stay on top of
  class readings, assignments, etc.
• Act professionally.
• Be positive and upbeat.
• Be friendly and approachable.

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Notetaking Tips

• Instructors Cues (signals)
• Edit Notes Clean Up
• Additional Tips

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Instructors Cues (Signals)Instructors will
often provide cues (signals) during their
lecture. These cues will be a signal to you of
important information and key points that will
most likely show up on a test. Examples

• writes on chalkboard
• repeats information
• speaks more slowly
• gives a definition
• lists a number of points/steps
• explains why or how things happen

• describes a sequence
• refers to information as a test item
• changes tone of voice
• uses body language
• uses visual aids
• refers to specific text pages

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Instructors (Signals) continued Phrases that
can clue you of important upcoming information

• Now this is important
• Remember that
• The basic concept is
• Youll need to remember this
• This will be on the test
• First you must understand that

• There are two main reasons why
• For example
• In addition
• On the other hand
• However
• In contrast
• In summary or in conclusion

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Edit Notes clean upReview notes to ensure the
following

• Correct spelling errors.
• Make sure all abbreviations have been properly
  identified use a key or a glossary.
• Rewrite sloppy handwriting.
• Check for proper header labeling course,
  instructor, date, page.
• Identify key points and important information.
• Make sure any incorrect or false statements and
  any of your own personal beliefs are crossed out.

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Additional Tips

• Use black or blue ball point pen.
• Use 8 ½ x 11 lined loose leaf paper easier to
  copy organize.
• Write notes on one side of paper only.
• Do not doodle on your notes.
• Sit close to instructor unobstructed view.
• Write down everything instructor puts on board.
• Notes can also be done on a laptop or PC using a
  word processor.

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Notetaking Suggested Formats

• Basics Characteristics of Good Notes
• Paragraph format
• Outline format
• Two column format
• Three column format

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Basics Characteristics of Good Notes

• Legible handwriting and correct spelling.
• Header
• Course instructor (1st page only)
• Date Page number (all pages)
• Leave space in margins to edit notes with
  additional info from text or to emphasize key
  points.
• Leave plenty of white space between main points
  dont squeeze.
• Abbreviate especially when using repeated terms
  or titles
• suggest using acronyms
• make a glossary or key for abbreviations

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Basics Characteristics continued

• Underline, circle, box, use asterisk, etc. on
  main points or ideas.
• Dont use highlighter because it will not show
  when copied.
• Notes should focus on content of lecture not
  just a duplication of an overhead or PowerPoint
  presentation.

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Paragraph Format

• Each sentence should express a complete thought.
• Keep paragraphs short.
• Make sure important info is not buried in the
  text.
• Leave plenty of white space for editing notes.

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Outline Format

• Label outline levels.
• Be consistent in your labeling.
• Each level can be one word or short phrase.
• Leave space for editing later.

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Two Column Format

• Fold paper or use ruler to make dividing line.
• Take notes as usual in larger column.
• Fill in key points column with words or phrases
  to alert you.

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Three Column Format

• A two-inch column for key points
• A four-inch column for detailed notes
• A one-inch column for questions or reminders

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What to know if you are taking notes for a
student with hearing loss!

• Get students feedback on quality of notes.
• Periodically allow instructor to review notes for
  content.
• Periodically check-in with the Disability
  Resource Centers Notetaker Coordinator.
• Face student when speaking (staring is
  acceptable) student probably speech reads and
  may also use a hearing aid and/or an assistive
  listening device.

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Hearing Loss continued

• Dont yell at student!
• Get students attention by waving your hand or
  lightly tapping on shoulder.
• Visit National Technical Institute for the Deaf
  (www.ntid.rit.edu/elearning) for more thorough
  training of notetakers for students with hearing
  loss.

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The Disability Resource CentersNotetaking
Policy Procedure

• Notetaker Packet
• Notetaker Training

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Notetaker Packet

• Notetaker Packet (6 pages) contains information
  for the the DRC student, instructor and
  notetaker.
• Student with a disability may choose to remain
  anonymous.
• Instructions on how to be anonymous are in
  packet.
• One packet must be completed for each course
  instructor.
• Page 1 is the cover page.
• Page 2 contains the DRC student teachers
  instructions.
• Pages 3 4 contain Notetakers Job Description
  and Responsibilities.
• Page 5 contains the DRC student instructor
  contact info.
• Page 6 contains notetaker contact info his/her
  signature.
• Pages 5 6 must be submitted by the notetaker to
  the DRC immediately!
• Notetaker Packet is available to download from
  the DRC website. (www.dso.ufl.edu/drc/re
  sources/)

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Notetaker Training

• Involves completing this presentation.
• Verify completion of your training by clicking on
  the following email address jimrf_at_dso.ufl.edu and
  place the following information exactly as stated
  in the subject line of the email
• Notetaker Training Completed
  _____________________
• (first last name)
• Dont place anything in the body of the
  verification email.
• If you have specifics questions or comments
  please contact us by
• any of the following methods.
• Contact information
• Disability Resource Center 0020 Reid Hall
• PO Box 114085, Gainesville, FL 32611-4085
• Email accessuf_at_dso.ufl.edu
• Phone [phone] x200
• Fax [phone]

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References

• RIT, National Technical Institute for the Deaf.
  (n.d.). Notetaking for students with hearing
  loss. Retrieved 12/1/2005, from
  http//www.ntid.rit.edu/elearning/
• James Madison University Special Education
  Program. (n.d.). The learning toolbox home.
  Retrieved 12/01/2005, from http//coe.jmu.edu/Lear
  ningToolbox/notetaking.html
• Landsberger, J. (November 9, 2005). Study guides
  and strategies taking notes in lectures.
  Retrieved 12/01/2005, from http//www.studygs.net/
  Lcturnote.htm
• College of Saint Benedict Saint Johns
  University. (n.d.). Academic advising lecture
  note taking. Retrieved 12/01/2005, from
  http//www.csbsju.edu/academicadvising/help/lec-no
  te.htm